Scenario-Based E-Learning Products/Tools (SBELPs) to enhance student learning & Motivation: An Experience Sharing Atiq Siddiqui Lecturer, Systems Engineering,

Scenario-Based E-Learning Products/Tools (SBELPs) to enhance student learning &

Motivation:An Experience Sharing

Atiq SiddiquiAtiq SiddiquiLecturer, Systems Engineering,Lecturer, Systems Engineering,

KFUPMKFUPM

Enhancing Student Learning & Motivation through Simulation based e-Learning Products

““The The use of games and simulations in education use of games and simulations in education is well documented in history is well documented in history and in the recent and in the recent

literature. literature.

They have been used in preschool, K-12, the They have been used in preschool, K-12, the university, the military, business, and by older university, the military, business, and by older

adults”adults”

Dempsey, J.V., Lucassen, B.A., Haynes, L.L, & Casey, M. S.Dempsey, J.V., Lucassen, B.A., Haynes, L.L, & Casey, M. S.

An exploratory study of forty computer games. An exploratory study of forty computer games.

((COE Technical Report No. 97-2). Mobile, AL:COE Technical Report No. 97-2). Mobile, AL:, 1997, 1997


The Motivation Behind the ProjectsThe Motivation Behind the Projects

DAD Project - 2003DAD Project - 2003

► SE-100 a challenging course… (SE-100 a challenging course… (Value/Contribution, Scope Value/Contribution, Scope Motivation/Interest etc.Motivation/Interest etc.))

► As instructors we felt that there is a room for improvement in SE-As instructors we felt that there is a room for improvement in SE-100 Labs (Labs mostly included videos, visits)100 Labs (Labs mostly included videos, visits)

► Effectively in use since last 6/7 semestersEffectively in use since last 6/7 semesters

IGS-CES Project - 2006IGS-CES Project - 2006

► Extended the experienceExtended the experience gained in DAD project & utilize it to gained in DAD project & utilize it to supplement various EE labssupplement various EE labs

► Already put to test with EE studentsAlready put to test with EE students


Simulation GamesSimulation Games in Business Policy Courses in Business Policy Courses, Is , Is There A Value For Students? There A Value For Students?

Bruce A Walter, Terry NM Coalter, Abdul M A Rasheed,Bruce A Walter, Terry NM Coalter, Abdul M A Rasheed, Journal Of Education For Business, Washington, Jan/Feb 1997, Vol. 72, Iss. Journal Of Education For Business, Washington, Jan/Feb 1997, Vol. 72, Iss.

3, pp 170 3, pp 170

A Financial Accounting And Investment A Financial Accounting And Investment Simulation Simulation GameGame, ,

Albrecht, W. David,Albrecht, W. David, Issue In Accounting Education, Sarasota, Spring 1995, Vol. 10, Iss. 1, pp 127 Issue In Accounting Education, Sarasota, Spring 1995, Vol. 10, Iss. 1, pp 127

Industry Simulation:Industry Simulation: A New Type Of Business GameA New Type Of Business Game Tapping Both Analytic And Synthetic SkillsTapping Both Analytic And Synthetic Skills, ,

McNeil, Margaret,McNeil, Margaret, Training & Management Development Methods, Bradford, 1995 Vol. 9 Iss. 3 Training & Management Development Methods, Bradford, 1995 Vol. 9 Iss. 3

pp 627pp 627

Literature ReviewLiterature Review


Transformational Leadership Transformational Leadership in a Management in a Management Game SimulationGame Simulation,,

Group & Organization Studies Mar 1988 Vol. 13, Iss. 1, pp 59Group & Organization Studies Mar 1988 Vol. 13, Iss. 1, pp 59

Using Simulation And Gaming To Using Simulation And Gaming To Develop Develop Financial SkillsFinancial Skills In Undergraduates In Undergraduates, ,

Sue R. Curland, S Lyn Fawcett,Sue R. Curland, S Lyn Fawcett, International Journal Of Contemporary Hospitality Management, International Journal Of Contemporary Hospitality Management,

Bradford, 2001, Vol. 13, Iss. 3, pp 116Bradford, 2001, Vol. 13, Iss. 3, pp 116



Simulation And Supply Chains:Simulation And Supply Chains: Strategies for Strategies for Teaching Supply Chain ManagementTeaching Supply Chain Management, ,

David Sparling. David Sparling. Supply Chain Management Bradford: 2002, Vol. 7, Iss. 5, pp 334Supply Chain Management Bradford: 2002, Vol. 7, Iss. 5, pp 334

Multi Player Internet Multi Player Internet and Java Based and Java Based Simulation Games: Learning and Research in Simulation Games: Learning and Research in Implementing a Computerized Version of theImplementing a Computerized Version of the

““Beer Distribution Supply GameBeer Distribution Supply Game”, ”, Gilad Ravid & Sheizaf Rafaeli, Gilad Ravid & Sheizaf Rafaeli,

Graduate School of Business, Univ. of HaifaGraduate School of Business, Univ. of Haifa



Simulation Game forSimulation Game for Teaching Service-Oriented Teaching Service-Oriented Supply Chain ManagementSupply Chain Management: : Does Information Does Information Sharing Help Managers With Service Capacity Sharing Help Managers With Service Capacity

Decisions?Decisions? Edward G. Anderson Jr., Douglas J Morrice, Edward G. Anderson Jr., Douglas J Morrice,

Production and Operations Management, Muncie, Spring 200, Production and Operations Management, Muncie, Spring 200, Vol. 9, Iss. 1 pp 40Vol. 9, Iss. 1 pp 40

Supply Chain SimulationSupply Chain Simulation – A Tool for Education, – A Tool for Education, Enhancement and Endeavor,Enhancement and Endeavor,

Matthias Holweg, John Bicheno, Matthias Holweg, John Bicheno, International Journal Of Production Economics, Amsterdam: Jul International Journal Of Production Economics, Amsterdam: Jul

21, 2002, Vol. 78 Iss. 2, pp 16321, 2002, Vol. 78 Iss. 2, pp 163



Playing Games: Evaluating the Impact of Playing Games: Evaluating the Impact of Lean Production Lean Production Strategies on Project Cost and ScheduleStrategies on Project Cost and Schedule, ,

Alarcon, L. F. & Ashely, D. B., Alarcon, L. F. & Ashely, D. B., Proceedings Of the 7th Annual Conference of the International Group Of Proceedings Of the 7th Annual Conference of the International Group Of Lean Construction, IGLC-7 1999, University of California, Berkeley, CA, Lean Construction, IGLC-7 1999, University of California, Berkeley, CA,

pp 263-273pp 263-273

Managing Managing Construction Equipment Buy and SellConstruction Equipment Buy and Sell Decisions Decisions Replacement: a Simulation GameReplacement: a Simulation Game, ,

Khaled Nassar, Khaled Nassar, ASC Proceedings of The 37th Annual Conf. 2001, University Of Denver, ASC Proceedings of The 37th Annual Conf. 2001, University Of Denver,

pp 187-198.pp 187-198.

Simulation Game for Simulation Game for Teaching Communication ProtocolsTeaching Communication Protocols, , Shifrony, E. & Ginat, Shifrony, E. & Ginat,

Proceedings of the 28th ACM Computer Science Education Symposium, Proceedings of the 28th ACM Computer Science Education Symposium, SIGCSE, ACM Press, 1997 pp 184-188SIGCSE, ACM Press, 1997 pp 184-188



The Power of The Power of Simulation-based e-Simulation-based e-LearningLearning (SIMBEL) (SIMBEL), ,

Randall K., Randall K., The e-Learning developers’ Journal, 2002The e-Learning developers’ Journal, 2002

A key contribution in chalking outA key contribution in chalking out

simulation based e-learning taxonomysimulation based e-learning taxonomy



Simulation Based e-Learning Simulation Based e-Learning SIMBELSIMBELTaxonomyTaxonomy


Due to ever-increasing scope and scale of work in this area, Due to ever-increasing scope and scale of work in this area, formulating formulating development standardsdevelopment standards are becoming are becoming

important. important.

Shareable Content Object Reference Model (Shareable Content Object Reference Model (SCORMSCORM) is ) is “a collection of “a collection of standards and specifications for web-based standards and specifications for web-based

e-learninge-learning. . Advanced Distributed Learning (ADL). SCORM, Advanced Distributed Learning (ADL). SCORM, (2007), (2007), http://www.adlnet.gov/scorm/index.cfmhttp://www.adlnet.gov/scorm/index.cfm

It is an e-learning standard in which the goal is to have It is an e-learning standard in which the goal is to have learning objects learning objects reusable, accessible, interoperable and reusable, accessible, interoperable and

durable, abbreviated as ‘RAID’durable, abbreviated as ‘RAID’ Li, ST and Lin, CH,Li, ST and Lin, CH,

Proceedings of the 19th International Conference on Advanced Proceedings of the 19th International Conference on Advanced Information Networking and Applications (AINA’05).Information Networking and Applications (AINA’05).



► Visual (spatial):Visual (spatial): pictures, images, pictures, images, and spatial understandingand spatial understanding

► Aural (auditory-musical):Aural (auditory-musical): soundssounds► Verbal (linguistic):Verbal (linguistic): words, both in words, both in

speech and writingspeech and writing► Physical (kinesthetic):Physical (kinesthetic): learn by learn by

doingdoing ► Logical (mathematical):Logical (mathematical): logic, logic,

reasoning and systemsreasoning and systems► Social (interpersonal):Social (interpersonal): learn in learn in

groupsgroups ► Solitary (intrapersonal):Solitary (intrapersonal): self-self-

studystudy

http://www.learning-styles-online.com/overview/http://www.learning-styles-online.com/overview/

““Learning Styles”Learning Styles”


► Supports Supports VisualVisual style of style of learninglearning

► Supports Supports PhysicalPhysical (kinesthetic) style of (kinesthetic) style of learning (Active learning (Active Learning)Learning)

► Supports Supports LogicalLogical style of style of learninglearning

Allow students to practice Allow students to practice various various cognitive skillscognitive skills

such as analysis, such as analysis, decision making etc.decision making etc.

Simulation Based e-Learning Tools’Simulation Based e-Learning Tools’FeaturesFeatures


Learning by Simulation Learning by Simulation based e-learning based e-learning

products: Bloom’s products: Bloom’s TaxonomyTaxonomy

Sim

ula

tion

S

imu

latio

n

G

am

es

Gam

es


► Developed SBELPs IntroductionDeveloped SBELPs Introduction

► Key FeaturesKey Features

► Grading Policy ‘Grading Policy ‘attempt, target & improveattempt, target & improve’’

► Summary & LessonsSummary & Lessons

““The SBELPs in this The SBELPs in this presentation”presentation”


““The SBELPs”The SBELPs”

‘‘Supply chain Supply chain Simulator’ tries to Simulator’ tries to emulate a supply emulate a supply chain network.chain network.

‘‘Machine Shop Machine Shop simulator’ simulates simulator’ simulates decision making in a decision making in a manufacturing manufacturing environment.environment.


““The SBELPs”The SBELPs”

‘‘DC Power supply DC Power supply simulator’ simulates 3 simulator’ simulates 3 DC supply circuits.DC supply circuits.

‘‘Sim Power’ is an Sim Power’ is an electrical power electrical power generation and generation and distribution planning distribution planning simulator. simulator.


All SBELPs are designed keeping a consistent style & All SBELPs are designed keeping a consistent style & development policiesdevelopment policies

► Interface & DevelopmentInterface & Development► Navigation SystemNavigation System► Playing TimePlaying Time► Text guides (replacing regular help texts)Text guides (replacing regular help texts)► Performance Monitors (To judge performance of a Performance Monitors (To judge performance of a

student)student)

► A survey was conducted to get the A survey was conducted to get the feedbackfeedback of SE-100 of SE-100 & EE faculty and students respectively& EE faculty and students respectively

Key FeaturesKey Features


Interface & DevelopmentInterface & Development► Macromedia Flash MXMacromedia Flash MX

Strong graphics & animation capabilitiesStrong graphics & animation capabilities► ActionscriptActionscript

Good scripting languageGood scripting language

Comment on the use of Flash: Comment on the use of Flash: ► Very Strong graphics & animation capabilitiesVery Strong graphics & animation capabilities► The flash file shows its toll on a computer when the The flash file shows its toll on a computer when the

graphics or programming logic exceeds a certain graphics or programming logic exceeds a certain complexity level. complexity level. Not a very good platform for programs for complexity over a Not a very good platform for programs for complexity over a

certain levelcertain level For smaller simpler programs a very fast & effective For smaller simpler programs a very fast & effective

development systemdevelopment system



Game Playing TimeGame Playing Time► The time of a game is kept to an average of no more than 8-The time of a game is kept to an average of no more than 8-

12 Minutes (Length is also dependant on how long one 12 Minutes (Length is also dependant on how long one takes to plan his moves)takes to plan his moves)

► SE-100 Faculty feedback was taken to decide upon the SE-100 Faculty feedback was taken to decide upon the length of the gamelength of the game

Survey Question: Game Playing time is appropriateSurvey Question: Game Playing time is appropriate

Faculty response Student responseFaculty response Student response


Response to Question 12

Strongly Disagree

0%

Disagree0%

Neutral0%

Strongly Agree100%

Agree0%

66.7

30.3

0.0 0.03.0

Strongly Agree Agree Neutral Disagree Strongly Disagree


NavigationNavigation► Easy & Intuitive Navigation SystemEasy & Intuitive Navigation System

Survey Question: Navigation system is easySurvey Question: Navigation system is easy

Faculty response Student Faculty response Student responseresponse


3.0 0.00.0

24.2

72.7

Strongly Agree Agree Neutral Disagree Strongly Disagree


Strongly Disagree

0% Disagree0%Neutral

32%

Strongly Agree68%

Agree0%


Text Guides:Text Guides:► Generally games are Generally games are

accompanied by accompanied by help menushelp menus. . ► Commonly, a player tends to Commonly, a player tends to

start the game and start the game and experiment with the controls experiment with the controls and concepts rather than and concepts rather than reading the help at first. reading the help at first.

► To avoid this problem, (To avoid this problem, (in an in an educational games scenarioeducational games scenario), ), concept of text guides were concept of text guides were introduced. introduced.

► The interface is designed in The interface is designed in such a manner that text guide such a manner that text guide appear first.appear first.

► Game can be accessed within Game can be accessed within these text guides these text guides




Text GuidesText Guides Survey Survey ResultsResults

► FacultyFaculty► Concept effectiveness as Concept effectiveness as

compared to help menus compared to help menus & separate files& separate files

► Language & ContentLanguage & Content

Key FeaturesKey Features ► StudentsStudents► Read text guides before playing the Read text guides before playing the

games for the first timegames for the first time

► Language & ContentLanguage & Content (Mostly say) (Mostly say) Partially understood in Partially understood in

first attemptfirst attempt. Require a number of . Require a number of attempt to gripattempt to grip

(Mostly) Found Material to be (Mostly) Found Material to be too longtoo long ** ** More intuitive than regular style of More intuitive than regular style of

help menushelp menus ** ** (Mostly say) They would not have (Mostly say) They would not have

read it before playing the game for the read it before playing the game for the first time, even partially, if it was in a first time, even partially, if it was in a separate help menu separate help menu ** ** Individual FeedbackIndividual Feedback

Agree68%

Strongly Agree0%

Neutral32%

Disagree0%

Strongly Disagree

0%


Agree0%

Strongly Agree68%

Neutral32%

Disagree0%

Strongly Disagree

0%

9.1

42.4

36.4

12.1

Completely Partially A little No


Performance MonitorsPerformance Monitors► performance Monitorperformance Monitor, an area on the playing , an area on the playing

screen, is used to judge the performance during screen, is used to judge the performance during the play and to award final grade to a studentthe play and to award final grade to a student



► Objective of the policyObjective of the policy MotivateMotivate student to learn student to learn Create a constructive and game like Create a constructive and game like sense of sense of

competitioncompetition EncourageEncourage & allow a student to attempt the & allow a student to attempt the

game more than once (At least 2-5 times)game more than once (At least 2-5 times)

Grading PolicyGrading Policy


► A policy of “A policy of “attempt, target & improveattempt, target & improve” was ” was adopted. Features of this policy is as followsadopted. Features of this policy is as follows Various Various primary performance/reward targetsprimary performance/reward targets were set for were set for

each game. each game. This is to set and achieve initial individual This is to set and achieve initial individual targets.targets.

The The best performerbest performer in the class would in the class would get a special reward get a special reward (Bonus).(Bonus).This is to create an environment of interclass competition. This is to create an environment of interclass competition.

A player can A player can attempt as many timeattempt as many time to achieve his target to achieve his target (usually given 1-2 weeks)(usually given 1-2 weeks)

Latest best scoreLatest best score of a game is announced regularly to give of a game is announced regularly to give those students, who are looking for the bonus marks, the those students, who are looking for the bonus marks, the new targets.new targets.



► Results of the Results of the PolicyPolicy Individual student Individual student

responses suggest that responses suggest that they feel motivated by they feel motivated by the policy the policy

and they want to do and they want to do better and compete with better and compete with fellow studentsfellow studentsSurvey Question: Their Survey Question: Their Target Target

Survey Survey Question: How Question: How many times have you played many times have you played the gamethe game


Number of Times the Games has Been Played

Not Submitted0%

Once23%

2-444%

More than 108%

5-925%

6.8

61.0

32.2

Targeting the Special Reward Targeting The Initial Benchmarks Play and Submit


DEMODEMO


► Following are some of the important observations:Following are some of the important observations:

The response, in terms of number of times the The response, in terms of number of times the

game is played, was encouraging game is played, was encouraging

A good sense of competition was developed A good sense of competition was developed

The games proved to be a good tool to infuse The games proved to be a good tool to infuse

student motivation and learningstudent motivation and learning

Summary & LessonsSummary & Lessons


The games were not explained (in detail) in the The games were not explained (in detail) in the

classrooms. Students were asked to read, classrooms. Students were asked to read,

understand and play the game on their own. understand and play the game on their own.

About 25% – 30% of the students claimed that they About 25% – 30% of the students claimed that they

understood the game well. The results or scores understood the game well. The results or scores

they achieved during the game insinuate this they achieved during the game insinuate this

opinion to be true.opinion to be true.



Around 5% of the students claimed that they did not Around 5% of the students claimed that they did not

understand the game at all or did not find it interesting. understand the game at all or did not find it interesting.

The rest of the students queried with the instructors over The rest of the students queried with the instructors over

various clarifications in game playing, objectives and various clarifications in game playing, objectives and

concepts & produced satisfactory results. concepts & produced satisfactory results.

Various informal questions during the assignment Various informal questions during the assignment

submission on the subject matter also suggested that the submission on the subject matter also suggested that the

students not only gained and applied the knowledge but few students not only gained and applied the knowledge but few

were able to were able to analyze the underlying reasons of their game analyze the underlying reasons of their game

performances.performances.



ConclusionConclusion


► Multi-playerMulti-player Team work, Multiple roles etc. (Mainly for higher level)Team work, Multiple roles etc. (Mainly for higher level)

► Higher level of decision making.Higher level of decision making. More decision variables etc.More decision variables etc.

► Web based/multiplayer in case of such game Web based/multiplayer in case of such game applied to e-learning /distance learning applied to e-learning /distance learning environment.environment.

Extensions & SuggestionExtensions & Suggestion

Documents

Scenario-Based E-Learning Products/Tools (SBELPs) to enhance student learning & Motivation: An Experience Sharing Atiq Siddiqui Lecturer, Systems Engineering,